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Unit information: Unit 3, Clinical Skills b in 2015/16

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Unit name Unit 3, Clinical Skills b
Unit code VETSM0050
Credit points 80
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Professor. Sorrel Langley-Hobbs
Open unit status Not open

To have completed and passed unit 2.



School/department Bristol Veterinary School
Faculty Faculty of Health Sciences

Description including Unit Aims

This unit will involve practical delivery of clinical skills including some or all of the following - history taking, patient examination, differential diagnoses, surgical skills, imaging techniques, evaluation of results, post mortem examinations, pathophysiological basis of disease, technical aspects of treatment and imaging modalities.

Regular subject specific journal / book club to be attended by the student and senior clinicians. Students will read and prepare journal critiques and summaries in advance. The journal summaries will be presented and discussed at the journal club.

To provide a foundation for interacting with undergraduate students and helping them to learn. Enable SCTSs to acquire the knowledge and skills to establish themselves as confident, enthusiastic and effective teachers who are able to engage, encourage and develop students learning through different teaching scenarios. Workshops will be directed to teaching practical and clinical skills.

The different subject areas of this unit will be led by:

Small animal surgery - Mickey Tivers

Clinical Pathology - Kostas Papasouliotis

Small Animal Medicine - Prof Ed Hall

Veterinary Diagnostic Imaging - Dr Katrina Bradley

Veterinary Dermatology - Aiden Foster

Veterinary Anaesthesia - Dr Gwen Covey Crump

Intended Learning Outcomes

  1. Expertise in the specific clinical discipline
  2. The pathophysiological principles behind the clinical area of study
  3. Ethical and welfare issues relating to clinical practice, teaching and research
  4. New developments in the relevant area of clinical expertise
  5. Ability to communicate clearly to both scientific and non-scientific personnel
  6. Develop teaching and learning skills
  7. Show good time management and organisational skills
  8. Develop team leadership skills
  9. Planning and prioritisation
  10. Show logic in decision making
  11. Demonstrate professional attitude and behaviour
  12. Finding, reading and critiquing scientific literature
  13. Clinical research methodology
  14. Statistical analysis of clinical or laboratory data
  15. Develop presentation skills including use of technology
  16. Reflect critically on their teaching
  17. Be able to teach small groups of students in clinical and seminar settings
  18. Be able to undertake effective feedback conversations with students
  19. Able to contribute to assessment processes in clinical teaching
  20. Learn information technology skills

Teaching Information

Direct one to one teaching by clinical supervisor

Management of clinical cases under supervision

Discussions at clinical case rounds

Students will attend taught elements on delivery of teaching, feedback, assessment,

They will spend time writing a reflective piece of work on a teaching experience

They will spend time teaching undergraduate students during one to one case based discussions, small group teaching and supervision and demonstrating practical skills.

During time on clinics and clinical rounds they will learn from senior clinicians how to teach and assess students and have effective feedback dialogue with students

Student Input:

Breakdown of notional total student input (To include number of contact hours, independent learning, assessment, other activities)

Students will be on clinics full-time during the week while on clinical rotations to ensure they maintain their skills and knowledge and have sufficient exposure to a set numbers of cases of appropriate difficulty for entry into the European diploma training programme. We expect much of this time will be consolidation of prior undergraduate learning. Direct contact which consolidates old learning, contributes to learning new techniques and greater knowledge and understanding while on clinical rotations and time for independent learning will be approximately 25 hours a week.

450 hours - clinical skills, independent learning and knowledge - 25 hours / week

50 hours – journal club / book club and preparation of journal critiques

40 hours - direct contact – seminars

10 hours - preparation and delivery of teaching session

250 hours - teaching, feedback, assessment of undergraduate students when on clinics 1 hour / day

Total – 800 hours

Assessment Information

Description Learning Outcomes to be assessed Year 2
Professional skills and attributes Including communication with clients and colleagues; patient records; case presenting; teamwork; professional behaviour; awareness of personal limitations; evidence of enquiry 5,7,8,9,10,11 Ongoing formative assessment in clinics with supervisor. 6 monthly written self-assessment by student Multi source feedback
Clinical skills and knowledge Ability to problem-solve effectively on clinical cases and reflect on clinical work. To ensure the student is seeing a sufficient range and number of cases 1,2,3,4,5,6,7,8,9,10,11,15,20 Formative assessment using recognised workplace learning assessment tools such as mini-CEX (mini clinical examination) and case-based discussions (CBD). Portfolio of a selection of clinical case summaries and/or reports, including an oral presentation or written reflection with increasing independence and ability to problem solve and reflect on challenging cases Students will be required to perform to a satisfactory level in at least 75% of these tasks in order to progress. Case log to be maintained by students documenting a range of cases to show increasing primary case responsibility compared to those seen in unit 2.
Clinical practical skills Practical skills as relevant to the specialty Ongoing formative assessment by supervisor of student’s ability to perform a wide range of practical tasks, as required within each specialty and demonstrating ability to work with decreasing amounts of direct supervision. Where appropriate for the subject directly observed procedural skills (DOPS) will be used as a formative tool to provide feedback on a range of skills. Students will be required to perform to a satisfactory level in at least 75% of DOPS.
Knowledge and critical evaluation of the literature Ability to effectively summarise published papers and critically appraise research Active and regular participation in journal club Portfolio of journal article summaries and critiques showing increased critical ability compared to that shown in unit 2. Students will be required to have submitted journal reviews and critiques of the required number for each subject and of which at least 75% is considered satisfactory in order to progress.
Clinical teaching Engagement in clinical teaching Attendance at a minimum of 2 of the Langford T&L workshops (see separate page) Engagement in teaching and formative assessment of BVSc and VMBS students during clinical rotations (assessed by supervisor) Written reflective account of a teaching experience, demonstrating engagement with the educational literature. The written piece of work can be resubmitted once for remarking if deemed unsatisfactory.
Overall summative assessment 6 and 12 monthly summative reviews with supervisor 1-20 Review meeting between student and 2 supervisors; review and discussion of aspects of assessment materials. Summative decision as to progress made following this meeting (6 and 12 monthly)

Reading and References

Textbooks relevant to their chosen clinical speciality

Bell C, Paterson J, Warman S (2014) Tips for small group teaching. In Practice 36, 307-309

Bell C, Murison P, Warman S (2014) Presenting and lecturing tips. In Practice 36, 424-426

Bell C, Patterson J, Murison P, Warman S (2014) How do we learn? In Practice 36, 153-154

Crowther E, Bell C, Warman S (2014) Tips for teaching hands-on practical skills. In Practice 36, 369-370

Warman S, Bell C, Baillie S (2014) Tips for teaching in the clinical environment. In Practice 36, 207-210

Warman S, Bell C, Rhind S (2014) Effective student feedback in clinical practice. In Practice 36, 256-258

Harden R and Laidlaw J (2012) Essential skills for a medical teacher, Churchill Livingston

Swanwick T. (2014) Understanding Medical Education, 2nd Edition. ASME/Wiley